Previous studies have demonstrated that motivational regulation strategies (MRS) are effective in addressing and overcoming motivational problems. In the present empirical studies, the use of MRS in a motivational conflict and their relationship with the experience of motivational interference are examined. In two online studies (Study 1: N = 214 and Study 2: N = 242), students were presented with a motivational conflict scenario. Subsequently their use of specific MRS, including the use of motivation regulation strategies and quality of their use, as well as their experience of motivational interference was assessed via questionnaires. Results showed that both the use of motivation regulation strategies and application quality of MRS were associated with lower motivational interference. Certain strategies were associated with less interference, though not all MRS had a significant impact. These findings suggest that students can self-regulate their experience of motivational interference and highlight the potential for developing self-regulation skills in educational contexts, including new strategies alongside existing ones.